O ENSINO / APRENDIZAGEM DA LÍNGUA INGLESA NA PERSPECTIVA DA CULTURA VISUAL

• Ano de defesa: 2008
• Autor(a) principal: SAGHIÉ, Najla Fouad
• Orientador(a): GUIMARÃES, Leda Maria de Barros
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Cultura Visual
• Departamento: Processos e Sistemas Visuais, Educação e Visualidade
• País: BR
• Palavras-chave em Português: Cultura Visual; Língua Estrangeira; Representação Visual; Mídia; Ensino/aprendizagem; Interdisciplinaridade; 1. Cultura visual. 2. Língua Estrangeira. 3.Representação visual. 4. Mídia. 5. Ensino e aprendizagem. 6. Interdisciplinaridade.
• Palavras-chave em Inglês: Visual Culture; Foreign Language; Visual Representation; Media; Teaching / Learning; Interdisciplinary
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/2802

This work focuses on discussing a methodological approach application of teaching based on reading and interpretation of the electronic and printed media image, intending to recognize linguistic elements (foreign words) linked to the subtitles from the ads. In the educational framework, suggesting an English Language teaching integrated to the Visual Culture and Art, contemplating the imagistic culture. This work, we also research the mediator process, that is, the teacher interference as a guide in the involvement between images, students and their representations. This dissertation is a result from a camp research, which on we applied an interpretative and prescriptive study about images from publicity done to twelfth-grade students (two groups formed by fifteen of teenagers) from a private school in Goiânia-GO. Reflecting about verbal language (written in English) and nonverbal (practices of looking images), in order to contribute to the educational context, that means, in the English Language teaching / learning process. This research was supported by theories of Visual Culture, Education, Discourse Analysis and Transdisciplinarity, argued for several theoreticians: Maingueneau (2004), Duncun (2003), Barbosa (2002) among others authors who had contributed, significantly, in order to a comprehension and analysis about this work. This way, we look forward to this investigation could, in some way, provide to go deeper into an interdisciplinary teaching with Visual Culture and the critical reading about the visual manifestations.